Baumgartner What is adult development? What relevance do adult development theories and models have to the practice of adult basic education? Our philosophy of adult development informs our teaching.
In view of the growing adult learner population in the USA, the traditional campus-based paradigm of higher education has been shifting towards more efficient innovative models that meet the needs of working adults. These particular needs include practical goals, increased motivation, high demands for quality, structure and organization of the learning process, limited time for study, flexibility and convenience, which imposes certain conditions on the instructional process. Among the many innovative approaches to adult higher education online learning seems to be attracting the most attention among both adult students and educational researchers.
Delivering or developing traditional classroom instruction has formed the basis of what many people call formal learning. Formal learning is we all remember from our childhood school days. Elementary, through high school and college are examples of formal education experiences most adult learners in developed nations can relate too.
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See, also: malcolm knowles, informal adult education, self-direction and andragogy. The term andragogy was originally formulated by a German teacher, Alexander Kapp, in Nottingham Andragogy Group v. The he only used it on two occasions.
When does adult education really begin? Or is the foundation for adult education and training built earlier in our life, possibly as early as our grammar school days? In the study of pedagogy theories of teaching and learning and andragogy theory of teaching adults in education and industry, there is much debate as to what constitutes adult learning.
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Search the history of over billion web pages on the Internet. Trends and Issues Alert No. Biological models those that are concerned with how physical changes affect development and psychological models those that view development as either sequential- -defined by life events-- or as a series of transitions or as relational have long been part of the adult education literature. Sociocultural and integrative models represent new ways of thinking about the influence of adult development on adult education.